Oana Barbu

Inter-university cooperation has always been a desideratum of higher education institutions. It has developed at a slower or faster pace, for different reasons, depending on the era. Gradually, this cooperation has become more complex, giving rise to a new concept-the internationalisation of higher education. Supported by the development of technology and the increasing liberalisation of borders, cooperation in education has evolved from bilateral agreements to consortia of universities and eventually to European universities. Created at the initiative of the European Commission in 2017, European Universities are transnational alliances that over the last four years have brought about a paradigm shift in inter-university cooperation. This paper aims to discuss the participation of the Technical University of Civil Engineering of Bucharest (UTCB) in a European consortium, and its contribution to internationalisation at the institutional level. We will try to identify the advantages of being a member of this alliance, as well as the dif iculties encountered throughout the cooperation and the means to overcome them.

Inter-university cooperation has always been a desideratum of higher education institutions. It has developed at a slower or faster pace, for different reasons, depending on the era. Gradually, this cooperation has become more complex, giving rise to a new concept-the internationalisation of higher education. Supported by the development of technology and the increasing liberalisation of borders, cooperation in education has evolved from bilateral agreements to consortia of universities and eventually to European universities. Created at the initiative of the European Commission in 2017, European Universities are transnational alliances that over the last four years have brought about a paradigm shift in inter-university cooperation. This paper aims to discuss the participation of the Technical University of Civil Engineering of Bucharest (UTCB) in a European consortium, and its contribution to internationalisation at the institutional level. We will try to identify the advantages of being a member of this alliance, as well as the dif iculties encountered throughout the cooperation and the means to overcome them.

The teaching of Romanian as a foreign language follows current pedagogical trends, undergoing a paradigm shift from a teacher-centred to a learner/student-centred approach. In the present case, this shift is even more visible in specialised language courses, where mastery of the target language vocabulary is a direct indicator of learners' linguistic competence (Nyikos, Fan 2007). The pandemic context and the dynamics of the labour market have led to a shift away from the traditional role of the te'cher, who has also become a creator and provider of teaching materials, as well as a facilitator of their use when talking about digital teaching resources (Hall 2013). The present paper aims to discuss a number of innovative methods of review and assessment that could be used in the specialised languages course of the Preparatory Year of Romanian for Foreign Citizens.

For centuries, peregrination academica gave the possibility to students to experience from a cultural point of view. Given the times, the beneficiaries of this study mobility were very few. Today, in a globalized world, even the education became an intercultural experience, multiplying and diversifying these exchanges, leading to the internationalization of higher education. Although the internationalization is a very complex process, one of its aims is to give to students the possibility to acquire the necessary skills, attitudes and competencies in order to be able to participate to these intercultural interactions which became part of our daily life. This article has as starting point the affirmation of Simon Volet according to who one way to achieve the above is to start by reforming the curriculum, giving it a more cultural approach. Considering this, the aim of this article is to discuss the evolution of cultural studies as part of this process and its potential for internationalization of higher education. We will build our argument taking as case study the Romanian higher education and the academic offer during the university year 2016-2017.

Globalization and multiculturalism have been manifesting since long time, but what differentiates them today from other stages of history is their accelerated occurrence as a consequence of the development of technology, becoming the realities and the challenges of 21 st century. Both globalization and multiculturalism have affected also the higher education system over the course of time, having as result a set of activities which today is known as internationalization. The present article focuses on the internationalization of higher education in Romania. Its main aim is to identify the origins of this process, as well as its cultural implications on the Romanian society. Our starting point is an affirmation made in a public document named Analysis-Diagnosis (The Universities in the context of globalization and Europeanization) where the origins of the internationalization in Romania are identified during the communist regime. Considering this affirmation as inaccurate from many reasons, which will be presented within the article, our hypothesis is that the origins of internationalization of Romanian higher education can be identified at the end of 17 th century, when the first Romanian institution of higher education has been founded. While trying to test our hypothesis, following the periodization realized by Jane Knight and Hans de Wit for the internationalization of higher education globally, we will try to realize a similar periodization for the internationalization of the Romanian higher education. In this regard, we will take into consideration the historical and political aspects, but also the cultural implications that this process have had on the Romanian society at each particular period of time.

This scientific study aims to identify the problems that foreign citizens enrolled in the preparatory year of Romanian language at the Technical University of Civil Engineering Bucharest encounter from a phonetic and lexical point of view. Applying the questionnaire method and the taxonomy of vocabulary learning strategies proposed by Norbert Schmitt, we tried to analyze the students' ability of auditory differentiation of sounds and perception of phonemes in the sequentiality of their production for the purpose of correct reception for lexical awareness and to identify their inclination for using vocabulary-learning strategies. The study showed that phonetically, learners perceive Romanian as having a medium degree of difficulty, especially for sounds that do not exist in their own language. From a lexical point of view, we could observe that vocabulary-learning strategies are used by respondents with average frequency, but cognitive and memory strategies are preferred. Learners' predilection for a particular SIV category also varies according to the age of the respondents and their mother tongue.

In a globalized and multicultural world, multilingualism has become a basic pillar for the success of everyday interactions, regardless of their context. Thus, in this paper we will argue that one way to employ the Romanian language in the process of internationalization and in supporting multilingualism is to promote Romanian as a small language, increasing its attractiveness in the academic offer of universities around the world. To support this idea, the research aims to analyze how Romanian language has come to be studied as a foreign language in universities in China and the Republic of Korea, trying to identify the opportunities created as well as the challenges encountered. In addition to the literature consulted, this paper is based on an open-ended questionnaire answered by Prof. Pang Jiyang, Head of the

The collapse of the communist regimes in 1989 and the end of the bipolar balance led to a security vacuum in the international security environment. As a consequence, the main actors started an institutional reconfiguration and a redefinition of their goals and objectives in order to meet the new threats and to ensure the national and international security in all its dimensions. Thus, after 1989, we find Romania engaged in the reforming process of the Conference for Security and Cooperation in Europe, a security structure whose efficiency is often contested, but whose presence is still constant. In this context, this paper aims to identify the reasons which led Romania to focus its attention and to use its limited resources (as a consequence of the communist regime's collapse) to actively participate in the reform process of CSCE, emphasizing, at the same time, the relevance of this structure for the national security of our country.

After getting over the crisis point of the Cold War, namely the Cuban Missile Crisis, the two superpowers, The United States of America and The Union of the Soviet Socialist Republics acknowledged the danger of the nuclear weapons as well as the need for dialogue and cooperation. Therefore, the two decided to create a common space, in which to be able to talk about the security issues they didn't want and could not handle through traditional means, and, at the same time, a common space designed to ease the usage of the new forms of collective action. By this, they started the Helsinki Accords, known also as the Conference on Security and Cooperation in Europe, having as founding document the Helsinki Final Act. This document triggered the emergence of the dissolutions regarding its real utility, as some saw it as a hybrid document that did not reflect the consensus and the common values but the existing tensions between the East and the West regarding the future of the European security system, and others saw it as "genuine charter of the relations inside Europe". In this European context a process of international reassertion is in full bloom in Romania. The 70's find Romania in a deadlock, as the security dilemma was unleashed, on the one hand, by our country's need to protect its territory from a tentative aggression coming from the Soviet Union, and on the other hand, by the yearning of guiding its foreign affairs according to the Marxist-Leninist ideology, that was not appreciated by the Occident/ West. Having this context as a starting point for my essay, my aim is to tackle the way in which Romania's security dilemma influenced our country's contribution to the drafting of the Helsinki Final Act, and, at the same time, to emphasize the way in which the Romanian delegation think out its settlement by promoting and requiring a set of principles related to its national interest.

Francais Cet article examine le role de la langue roumaine en relation avec les discours et les processus d’internationalisation et de globalisation dans le contexte du systeme d’enseignement superieur de Roumanie. Plus precisement, a travers ce projet de recherche on se propose d’analyser la maniere dans laquelle la langue roumaine est instrumentalisee par le processus d’internationalisation de sorte que ceci puisse accomplir un de ces objectifs, c’est-a-dire la promotion de la culture et de la civilisation roumaine et la preservation du specifique national. L’approche de ce sujet depasse quand meme le discours nationaliste et le clivage unite-diversite, en s’inscrivant plutot dans l’esprit de l’approche unite par diversite. Les resultats de ce projet montrent le potentiel dont la langue roumaine jouit pour qu’elle soit utilisee de maniere efficace dans le processus d’internationalisation. Toujours, ils ouvrent la porte pour une recherche plus etendue en vue de l’identification de ...